School of Code

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

School of Code is an independent learning provider which offers 13-week, full-time online Skills Bootcamps in coding and web development. The provider holds contracts to deliver Skills Bootcamps with the West Midlands Combined Authority and the Department for Education. At the time of inspection, there were 60 learners following the course who were on week six of their programme. Inspectors also sought the views of learners who had completed their courses in previous cohorts. The provider does not work with any subcontractors. 19 to 22 March 2024

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What is it like to be a learner with this provider?

Learners enjoy their lessons at School of Code and display positive attitudes to their learning. They value the opportunity to develop new knowledge and skills in coding and are motivated to achieve. Consequently, attendance and punctuality are high, and the significant majority of learners who start the Skills Bootcamp remain on the programme to completion.

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What is it like to be a learner with this provider?

Leaders and managers have ensured that the curriculum supports learners to develop the confidence and resilience they need to be successful in their future careers. For example, learners study topics such as imposter syndrome, dealing with anxiety, and handling criticism. As a result, learners develop and adopt the attitudes and mindset needed to work in the sector.

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What is it like to be a learner with this provider?

Learners develop a good awareness of the importance of keeping themselves physically and mentally well, particularly when working and studying online. For example, they undertake stretches and breathing exercises in sessions after lunch as a way of energising themselves for their afternoon learning.

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What is it like to be a learner with this provider?

Learners benefit from the emphasis the curriculum places on ‘learning to learn’ and the need to continually enhance and update their skills as the industry and their careers develop. Learners develop the skills and confidence they need to continue to build on what they are being taught independently.

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What is it like to be a learner with this provider?

Learners feel safe. They have an appropriate understanding of online risks and know who to speak to if they have any concerns about their safety. However, most learners do not understand how to keep themselves and others safe from radicalisation and extremism beyond the risks posed by working online.

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better?

Leaders and managers have selected a curriculum which is aligned with both regional and national priorities to increase digital skills. The curriculum has been designed to support new entrants to the sector to develop skills in coding and web development alongside key transferrable skills to support them into long-term employment.

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better?

Leaders have sought the views of a wide range of sector employers in developing and updating the content of the curriculum to ensure that learners develop skills which are currently in demand. As a result, learners benefit from up-to-date, relevant content which supports them well to enter employment.

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better?

Leaders and coaches have developed the curriculum in a logical way, supporting learners in developing key learning and study skills before moving on to study simple coding techniques. Learners later build upon these to create more complex code in teams, allowing them to develop more complex coding and groupwork skills over time. 19 to 22 March 2024

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Leaders and managers quality assure and assess the curriculum after each course to identify their strengths and areas for development. They use a range of processes, taking into account feedback from tutors, learners and employers. As a result, leaders are aware of the strengths and areas for development and act quickly to make improvements.

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Teachers use a variety of techniques, such as interleaving, spatial repetition, and recap exercises to support learners to retain what they have learned in their long- term memory. Teachers assess how well learners retain this learning effectively, using daily and weekly quizzes to check what learners have learned, and what gaps in knowledge they need to close. However, while leaders capture significant detail on individual learners’ progress, feedback often focuses on group work in line with sector standards. As a result, learners are not always sufficiently aware of the individual progress they are making or what they need to do to improve their work.

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Teachers are experienced professionals in their fields. They bring a wealth of vocational experience to their teaching, which they use in sessions to support learners to contextualise what they have learned. For example, teachers use commercial websites they had worked on to demonstrate how code is rendered into viewable, interactive content. As a result, learners are able to link what they are learning with real-world applications.

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Teachers use collaborative teaching methods to support learners to develop their knowledge. During sessions, they demonstrate coding techniques using a question- and-answer approach, challenging learners to suggest code, and checking learners’ knowledge by asking what they need to do next. As a result, learners benefit from engaging sessions which help them to retain their learning.

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Teachers design innovative lessons which support learners to develop the key interpersonal and group-working skills they will need to be successful in the workplace. Reflecting the teamworking aspects of the technology industry, learners work in small teams which are changed frequently to complete weekly projects, identifying and troubleshooting problems in a collaborative way. As a result, learners have experience of industry-standard ways of working and develop their skills in this working style throughout their learning.

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Teachers support learners well to develop their technical vocabulary and understanding of industry processes. They become familiar with, and frequently use, agile working methods which include carrying out ‘sprints’, ‘pre-’ and ‘post-mortems’ and ‘retros’, where teachers encourage reflection and feedback in a blame-free environment.

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Teachers support learners to develop their mathematics skills in their coding. They use complex algebraic formulas and construct mathematical relationships in relational databases when linking personal data together. As a result, learners’ understanding of the mathematical techniques they will need to use in the workplace develops throughout their studies. 19 to 22 March 2024

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Leaders and managers report to an advisory board, which comprises highly experienced practitioners who monitor the provider’s performance and challenge leaders to improve. However, members of the governing board are less clear on the specific areas for further development of the quality of education learners receive. Governors are aware of the challenges facing Skills Bootcamp providers in the technology sector and the change in market demands for the workforce. They work with leaders to develop solutions to adapt their course offering to address these.

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Learners benefit from a careers programme which begins during their course and continues until they secure employment. The programme includes guest employers who discuss what they are looking for in technical interviews, and former learners on what worked for them. Learners are also supported with sessions on CV writing and creating skills portfolios. As a result, learners understand the roles available to them and are well-prepared to apply for and secure roles in the industry.

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Most learners who start their course successfully complete it, and almost all go on to seek or secure employment in the technology industry. Of those learners who have successfully secured employment, the majority have stayed in the industry.

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Leaders have recognised that the number of opportunities for entrants to the technology industry is decreasing. As a result, the number of learners who successfully secure long-term employment after they complete the course is in decline. Consequently, leaders have reduced the size of cohorts in discussion with stakeholders to address this and increase the number of learners from future cohorts who are successful in securing long-term employment.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure all learners understand the progress they are making and what they need to do to improve their work.  Ensure all learners develop a broader understanding of the risks associated with radicalisation and the risks in their locality.  Continue to increase the number of learners from each Skills Bootcamp who successfully gain employment. 19 to 22 March 2024

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Provider details

Address C/O Browne Jacobson Llp (Cs) 15th Floor 103 Colmore Row Birmingham West Midlands B3 3AG

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Provider details

Contact number No fixed-line number available

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 19 to 22 March 2024

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Information about this inspection

The inspection team was assisted by the CEO, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Stuart Collett, lead inspector His Majesty’s Inspector Mark Parton His Majesty’s Inspector Rob Mottram Ofsted Inspector William Baidoe-Ansah Ofsted Inspector 19 to 22 March 2024

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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